What Makes A Good High School CTE Program? – GovTech

Report on High-Quality High School Career and Technical Education (CTE) Programs

Introduction

Career and Technical Education (CTE) programs at the secondary school level have gained increased attention due to rising concerns about college costs and the availability of well-paying jobs requiring technical skills immediately after high school. This report summarizes findings from a nationally representative survey conducted by the EdWeek Research Center, which assessed the quality of CTE programs based on input from teachers, principals, and district leaders involved in CTE.

Key Factors of High-Quality CTE Programs

Educators who rated their CTE programs with an “A” (23% of respondents) identified several critical elements contributing to program excellence. These factors align closely with the United Nations Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education), SDG 8 (Decent Work and Economic Growth), and SDG 17 (Partnerships for the Goals).

1. Good Facilities: Modern, well-equipped facilities enable effective hands-on learning experiences.
2. Strong Business Partnerships: Collaboration with local businesses supports real-world skill development and employment pathways.
3. Diverse Course Offerings: A broad range of programs caters to varied student interests and labor market demands.
4. District- and State-Level Support: Institutional backing ensures sustainable funding and program development.
5. Quality Instructors: Skilled and motivated teachers enhance student engagement and learning outcomes.
6. High Student Enrollment: Strong participation reflects program relevance and accessibility.

Examples from educators include regular curriculum updates, concurrent enrollment courses, extensive marketing, and accommodating student preferences to maximize engagement and educational quality.

Challenges Identified in Some CTE Programs

Despite positive aspects, many educators acknowledged challenges that hinder program effectiveness, highlighting areas for improvement consistent with SDG 4 and SDG 9 (Industry, Innovation, and Infrastructure).

• Insufficient Funding: Limited resources restrict facility upgrades and equipment procurement.
• Inadequate Space: Physical constraints limit program expansion and student capacity.
• Teacher Shortages: Difficulty recruiting qualified instructors, especially in trade areas, affects program quality.
• Lack of Rigor: Some programs lack alignment with career readiness, leading students to select courses for ease rather than future preparation.
• Middle and High School Program Misalignment: Poor coordination between middle school and high school CTE offerings affects pathway completion and enrollment.

Educators emphasized the need for easier pathways to become CTE teachers and enhanced professional development to ensure classroom activities reflect industry standards.

Growth and Trends in CTE Enrollment

CTE programs are experiencing growth, supporting SDG 4 and SDG 8 by expanding access to quality education and promoting economic opportunities.

• Enrollment in K-12 CTE programs increased by 10% from 7.8 million in the 2022-23 school year to 8.6 million in 2023-24, according to the U.S. Department of Education.
• State policymakers are investing more in CTE, reflecting a strategic commitment to workforce development.
• 71% of educators reported increased student interest in CTE over the past five years.
• Pathways in digital technology, artificial intelligence, information technology, and cybersecurity have seen the greatest growth in student interest, aligning with SDG 9 and SDG 8.

Conclusion

High-quality CTE programs contribute significantly to achieving Sustainable Development Goals by providing inclusive and equitable quality education (SDG 4), promoting sustained economic growth and decent work opportunities (SDG 8), fostering innovation and infrastructure development (SDG 9), and strengthening partnerships between education and industry (SDG 17). Addressing challenges such as funding, teacher recruitment, program rigor, and alignment across education levels will further enhance the impact of CTE programs on student success and workforce readiness.

© 2025 Education Week (Bethesda, Md.). Distributed by Tribune Content Agency, LLC.

1. Sustainable Development Goals (SDGs) Addressed or Connected

1. SDG 4: Quality Education
   • The article focuses on career and technical education (CTE) programs in secondary schools, highlighting the importance of quality education and skills development.
2. SDG 8: Decent Work and Economic Growth
   • CTE programs prepare students for technical jobs and careers, contributing to economic growth and employment opportunities.
3. SDG 9: Industry, Innovation, and Infrastructure
   • The article mentions the importance of good facilities and business partnerships, which relate to building resilient infrastructure and fostering innovation.

2. Specific Targets Under the Identified SDGs

1. SDG 4: Quality Education
   • Target 4.3: Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university.
   • Target 4.4: Increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship.
2. SDG 8: Decent Work and Economic Growth
   • Target 8.6: Reduce the proportion of youth not in employment, education or training.
   • Target 8.5: Achieve full and productive employment and decent work for all women and men, including young people.
3. SDG 9: Industry, Innovation, and Infrastructure
   • Target 9.5: Enhance scientific research, upgrade the technological capabilities of industrial sectors, including through business partnerships.

3. Indicators Mentioned or Implied to Measure Progress

1. Enrollment Numbers in CTE Programs
   • The article mentions a 10% increase in K-12 CTE enrollment from 7.8 million to 8.6 million students, indicating growth and interest in technical education.
2. Quality Ratings by Educators
   • Educators’ letter grades (A, B, etc.) for their CTE programs serve as qualitative indicators of program quality and effectiveness.
3. Student Interest and Engagement
   • 71% of educators reported increased student interest in CTE programs, which can be used as an indicator of program relevance and appeal.
4. Availability of Facilities, Teachers, and Curriculum Rigor
   • Challenges such as lack of funding, insufficient teachers, and curriculum rigor imply indicators related to resource availability and educational quality.
5. Pathway Completion and Career Pursuit
   • The article notes concerns about students not pursuing careers in CTE fields after completion, implying an indicator related to transition from education to employment.

4. Table of SDGs, Targets, and Indicators

Source: govtech.com